Lean thinking for education : development and validation of an instrument

Purpose: The purpose of this paper is to respond to the increasing demands that education currently faces and develop a structured approach for the implementation of lean thinking (LT) in primary and secondary education (P&SE) and empirically validated it. Design/methodology/approach: An extended literature review was conducted of studies on LT in education, service and manufacturing, in which a preliminary list was formed of LT dimensions, which were subsequently reviewed by a focus group. An instrument was generated, which was distributed to 1,400 education professionals, and 394 replies were received. The measures were tested for validity and reliability. After the first round of analyses, measures were tested further to strengthen the proposed instrument. Findings: The findings confirmed that the instrument developed is both valid and reliable and that the proposed measures consist actual dimensions of LT in P&SE. A number of success factors that would be required for LT initiatives to be implemented effectively within the P&SE context in a holistic perspective were revealed. Practical implications: Although a number of studies have been developed on LT in the manufacturing or service sector, its implementation in education and particularly in P&SE remains scant. The instrument developed provides sufficient knowledge of which are the most important dimensions to consider when pondering LT in education. Originality/value: While LT has been the subject of previous research in education, this study represented the first look at lean in P&SE and was the first of its kind to develop and validate in a real environment a lean implementation instrument for use in educational institutions. Researchers and practitioners can use the proposed instrument to build models of facilitating practices to improve performance while contributing to economic growth and enhancing social empowerment.